Combining Math and Language Teaching

TLLP research project 2013-2014

Team Leader, Kathy Bauman has been teaching for over 15 years. She is a P/J/I teacher with her specialist in Special Education. She has an Honours BA in Drama in Education with minors in English and vocal music. Kathy’s philosophy of education is “to teach a class you must first get to know each individual and create an environment that will be conducive to their learning”.

Ken Steinman has taught everything from kindergarten to grade 8! Over 9 years of experience integrating all learners has made Ken an expert in differentiation. He regularly uses technology as a vehicle for learning. He is not afraid to take creative risks and share class decisions with the students. Ken says, “Technology, hands on learning and individualized planning are the basis of my teaching style".

Keri Dorscht has been teaching for over 12 years. She is a primary/junior teacher with a passion for teaching the youngest of our learners. “The goal of helping individuals along their educational journey is one of my highest precepts. Each child brings with them diverse needs, which need to be addressed for success. “

Kim Schubert is in her 6th year of teaching in Bluewater District School Board. She is a S/I teacher (English and Music). Kim’s love of technology and sequential, detail oriented thinking makes her a great asset to the team. Kim’s philosophy of education is, “I like to study the parts of a whole, identify the most quintessential elements, examine how they fit together, and then find the most novel and efficient way of learning and teaching them.”

The Team

What are some effective strategies for combining the teaching of math and language

in Junior and Intermediate classrooms?

Research Question

We conducted a literature study focusing on world-wide education reviews, brain based research and effective teaching strategies in both math and language.

Background Research

Mindsets How to create the conditions for learning Making emotional connections and

developing relationships with our students helps them learn more effectively.

Brain research: memory, making connections (to text, world, others)

Use of similar cueing systems/language across subjects and between instruction and testing increases learning and retention.

Our findings from professional readings:

Teaching the Brain to READ Judy Willis, MD “The problem of the assertion that specific brain regions are the specific locations of

defined parts of the complex reading process is that neuroimaging is not an exact science. Evidence from a study using magnetic stimulation techniques comparing phonological and semantic processing, in terms of specific areas of the prefrontal cortex activation, may suggest that there is significant evidence in favor of a segregation of phonological and semantic processing, but a number of questions would remain because neuroimaging can only demonstrate that brain activity is correlated with a cognitive task or process, but cannot demonstrate that the region is necessary for the task or process.” Pg 7

“The process of reading with comprehension appears to involve several essential and interrelated phases:

Information intake-focusing and attending to the pertinent environmental stimuli. Fluency and vocabulary-associating the words on the page with stored knowledge to

bring meaning to the text Patterning and networking-recognizing familiar patterns and encoding information by

linking it with prior knowledge pg 11

Quotes from our professional readings

Brain-based teaching in the digital age Marilee Sprenger

“ …By the discovery of a neuronal system in our brains called the mirror neuron system. It is aptly named because these networks of neurons in our brains begin to wire together when we watch someone do something. Consequently, our brains are then set up so that we do the exact same thing.” Pg 18

“The discovery that our brains have the ability to change is one of the most fascinating discoveries about the brain in centuries. As an education, you change students’ brains every day. In fact, the brain is the only organ that sculpts itself, and it does so through experiences. Pg 20

“Certain basic tenets about the brain can be applied in the classroom (Caine & Caine 1994) In this chapter, we look at some of them, including the following:◦ The brain needs multifaceted experiences.◦ The brain seeks patterns.◦ The brain searches for meaning.◦ Stress inhibits learning.◦ Learning is developmental.◦ The brain is social.: pg 26

“Lowering stress requires finding a comfort level in the environment and with the people in that environment. Environment factors that may lower stress include the following:

A feeling of belonging is established through group work in which input is valued by the group and by the teacher.

Students have specific tasks they must perform every day for the good of the classroom, such as emptying the pencil sharpener or taking attendance. These chores change periodically so all students can experience doing different ones.

Procedures are in place and may be posted where students can see them every day. Students have learned the procedures that they will need to follow regularly. They know what to do and how to do it.

Lesson previews or agendas are posted in the same spot every day. The teacher reads these to the students or has students read them out loud.

Rules and consequences are consistent. The teacher models what is expected of the students.

Clear targets are posted discussed. Students know what the goal of the lesson is and can share that information with others.

Students are taught how their brains work and realize what they need to help them learn and succeed.

Music is part of the classroom environment (see Chapter 8) Technology is available in the classroom for those digital natives who feel comfortable

with it.

Brain-based teaching in the digital age

Lowering stress increases learning. Stressed brains don’t learn in the same way as brains that aren’t stressed. Students who feel they excel in an area at school will feel better about themselves, and their brains will release chemicals that make them feel good, like dopamine and serotonin, rather than the stress chemical cortisol.” Pages 34 and 35

“ The importance of teaching students how to create mental pictures cannot be overstated. In fact, according to something called the “pictorial superiority effect,” if information is presented with visual imagery, it will be remembered. After 72 hours information that is presented verbally has a recall rate of only about 10 percent. When a picture is added, the percentage goes up to 65 percent (Medina, 2008).

Here are some visual rules to remember: The brain pays attention to color. The brain pays attention to size. The brain pays attention to orientation. The brain pays attention to movement.” Page 108

Brain-based teaching in the digital age

A World-Class Education: learning from International Models of Excellence and Innovation:Vivien Stewart

“The basics are still important, but new basics will be required, including a deeper understanding of academic content, the ability to apply knowledge to new problems and a set of strategies to enable students to “learn how to learn,” be creative, and take control of their own learning.” Page 141

The Art of Teaching Writing: Lucy McCormick Calkins

“Throughout this book I claim that as human beings, we need to write, because writing allows us to understand our lives, to find a plot line in the complexity of events, to see coordinates of con continuity amidst the discontinuity. During adolescence, youngsters construct a sense of personal identity. It is a time for trying on selves, for reflection, self-awareness, and self-definition. The adolescent learns to say, “This is my story” and “This is who I am.” Pg 158

Visible Learning and the Science of How We Learn John Hattie and Gregory Yates

“We want our students to have confidence, pride, and expectations of success as learners, so developing academic self-concept is crucially important. This aggregate about how they feel about competency in school is implicated in making students more motivated and attentive, which leads to high levels of achievement in school subjects. It is this gained sense of self that can provide buffers and coping strategies that permit even more learning (especially in the face of failure to learn, difficulties in immediate understanding). When students can say, with evidence, ‘I am a learner’, it is more likely they will invest in learning, and get pleasure from learning.” Pg 219

International Guide to Student Achievement edited by John Hattie and Eric M. Anderman

“Optimizing students’ achievement in problem solving should aim at a balanced mix of various factors. It can be fostered most effectively if the teacher:

Ensures that there is enough understanding before demanding that students solve (difficult) problems, thus fostering self-efficacy and preventing cognitive overload.

Programs exercises aimed at building an adequate knowledge base, such as concept mapping and studying worked examples.

Uses problems that are interesting, worthwhile, and manageable in the eyes of the students, and that match their individual cognitive resources. Since students differ in their cognitive capacities, style, and preferences, this points in the directions of an adaptive, individual approach in which the problems are tuned of the actual competence of the students.

Variation in problems (their types and their presentation) will probably help learning.

Provides ample social and emotional support, adequate guidelines on what to do, and criteria for the results (what to aim at).

Gives instructions (and feedback) that focuses on knowledge and understanding as well as on the strategies, skills, the self-regulation necessary for problem solving.

Has a keen eye for individual and cultural differences between students. Pg 381

Making Math Meaningful to Canadian Students, K-8 Marian Small

“If a student does not know the correct answer, he or she embarrassed or nervous. Contrast this with a question that might be asked in language arts, for example, a child asked to retell a story in his or her own words. There are many positive directions in which to go; the chance of success is much greater, and the opinion of the child is relevant.” pg 629

We then compiled our findings and developed lessons that combined the high yield strategies as they applied to both math and language.

Our Graffiti Walls

Lessons

iPads/Laptops: Bai Board, Educreations, Nearpod Math storiesMath ClotheslineProject-based learningCollaborative learningANIEClass websitesScience experiment procedure (blueprint used for Literacy and Math)Bansho (in Literacy for group writing), Graffiti wallMaking connections in Math (text-self, text-world)

Fraction Clothes Line whole class activity make number line (clothes line) and have students order

various representations of fractions and decimals – like: fractions (proper and improper), percents, decimals, money, pictures (1/4 of wheel of cheese, nickel, fraction circle, etc.)

put on cards, hand out, let them go observe and ask questions about student decisions/reasoning

for placements could colour code for various difficulties –unobtrusive

differentiation based on level provide paper for fraction strips, Cuisenaire rods, paper, etc.

to assist students in making comparisons

Math Clothesline:For fractions, integers, decimals, and

percent.

Consolidation/Reflecting and Connecting (Oral communication)

Math discourse as a type of oral language.

Allows peer teaching, internalizing, revising, recoding and

fits with overall expectations of oral language

Gallery Walk: students share ideas, ask questions of others, compare and analyze

different solutions

Let’s have a look: What makes sense? What doesn’t make sense? Choices: Why? How did you come to that conclusion?

Sum up strategies

later link: integers, Cartesian plane

Consolidation/Reflecting and Connecting (Oral communication)

Math discourse as a type of oral language.

Allows peer teaching, internalizing, revising, recoding and

fits with overall expectations of oral language

Gallery Walk: students share ideas, ask questions of others, compare and analyze

different solutions

Let’s have a look: What makes sense? What doesn’t make sense? Choices: Why? How did you come to that conclusion?

Sum up strategies

later link: integers, Cartesian plane

Integer StoryMirror imageElizabeth McIntegee lived on a small island in the South Pacific Ocean. Her island was lush with vegetation and small animals; however there was not another human being to be found. Elizabeth was all alone. She liked it that way. After being marooned on the island 2 years ago, Elizabeth had managed to build herself a small house, find food and water and establish all the comforts of home that she needed. Her house was built of logs lashed together with vines from the trees. The roof was woven from palm leaves. Her island was abundant with fruit trees and the water by the beach was full of fish and crustaceans. Inside her home, Elizabeth had decorated with shells and build furniture from woven saplings. Her prize possession was the mirror that she had salvaged from her shipwrecked boat.Elizabeth’s mirror hung on the wall in her living room. It reminded her of her old life before she came to the island. Each time she looked in the mirror she was thought fondly of her family and friends.

Math StoriesIntroducing a new math concept through the use of stories

However, she was also often puzzled by the mirror. When she gazed in the mirror, she could of course see her reflection and the reflection of the room behind. And of course the objects reflected in the mirror were backwards as would be expected. But if the mirror were reflecting numbers, the numbers were always displayed as opposite integers. Elizabeth first noticed this just after she arrived on the island. She used to keep track of the date by writing it on the wall. The date of her shipwreck was written as 5 26 2011. That was what she had drawn on the post. However, the mirror reflected it as -5 -26 -2011. When she counted the number of canned foods that she had salvaged from her boat, the mirror displayed the number as -12. When she calculated the number of saplings she would need for to build her table, the mirrors showed her work as:Number of table legs =-4Number of saplings per leg =-2Number of saplings for the top =-3Total: -4 x (-2) + (-3) Elizabeth had learned to deal with the strange behavior of the mirror for simple counting, although she did find it rather difficult to do math calculations.Last week Elizabeth found a wooden box that had floated up onto the shore. Likely it had fallen off a passing ship the current had directly it towards her. Regardless of where it came from, Elizabeth was always grateful for the new supplies.After carrying the box home, Elizabeth opened it and began to take inventory of her new supplies. She recorded them on the wall. Her mirror listed her items as:Cans of beans (-1) x (-3)Cans of pineapple (-1) x (-2)Cases of juice boxes (-2) x (-8)Case of bottled water (-2) x (-12).In total, Elizabeth had found (-1) x (-3) + (-1) x (-2) + (-2) x (-8) + (-2) x (-12) food items.

After reading the story to the class, have the students write their own math stories.

We used this template to guide their story writing.

We started with a science experiment outline and identified parallels to writing and math problem solving.

Writing ‘experiment’ Math ‘experiment’ Science experiment Writing process) (Problem solving)

Combining Science, Writing & Math

Anie is a model for solving math problems by reversing the order of the steps. Rather than start with a word problem and work towards the calculations, students start with the math question or equation and work towards writing a word problems to match the equation.

Estimate

Calculate

Represent

Apply the concept

Anie is a model for solving math problems by reversing the order of the steps. Rather than start with a word problem and work towards the calculations, students start with the math question or equation and work towards writing a word problems to match the equation.

Estimate

Calculate

Represent

Apply the concept

Bansho or board writing is a form of group work in which the students work together on (usually) a math problem.

Bansho

We extended the concept of Bansho to utilize it in language for group writing.

Bansho or board writing is a form of group work in which the students work together on (usually) a math problem.

Bansho

We extended the concept of Bansho to utilize it in language for group writing.

Graffiti walls are great for identifying prior knowledge and for brainstorming topics and

expanding ideas.

Graffiti Wall

We also incorporated technology use into a variety of our lessons.

Technology

Daily 5 reading April 4, 2014Write a blog to share your thoughts about a book you are reading. Read the other blogs posted by classmates. Comment on at least 3 other blogs. An appropriate comment will be polite, kind and constructive. When commenting, be sure to make connections to the blogger's post.

Blogs on class websites

Class Websites

Nearpod• Interactive presentation using

Ipads. • Includes interactive questions,

drawings, sharing ideas. • Pace directed by teacher.

Baiboard• Group whiteboard. • Students can watch others

groups’ work and share their own thinking on the whiteboard.

Educreations• Whiteboard with voice recording.• Students draw their ideas and

record their oral explanations.• Great for sharing learning.

Feedback video (Made with Educreations)

Student Feedback

Our Findings The biggest result is the change in us. In some contexts, being a prep coverage teacher feels like having the job of least value. Sometimes we see ourselves as the “fill-ins” for the students “real teachers”. But, we have a burning question that needed researched. We applied for the TLLP and hoped our question would be seen as valuable. We were thrilled to be approved! We felt that our ideas and experiences were valued by our Ministry.

“Teacher collaboration only effectively happens when those involved feel safe and valued.” K. Bauman.

Feedback video (Made with Educreations)

Student Feedback

Our Findings The biggest result is the change in us. In some contexts, being a prep coverage teacher feels like having the job of least value. Sometimes we see ourselves as the “fill-ins” for the students “real teachers”. But, we have a burning question that needed researched. We applied for the TLLP and hoped our question would be seen as valuable. We were thrilled to be approved! We felt that our ideas and experiences were valued by our Ministry.

“Teacher collaboration only effectively happens when those involved feel safe and valued.” K. Bauman.

We see ourselves as teacher-researchers now. We our focused on “creating the conditions for learning” (Anne Lieberman) and these conditions allow us to utilize time efficiently and support student learning.

Our students are co-researchers into their learning. “My students now see problems as questions to be researched.” (K. Bauman)

“For example, during a class meeting, a grade 7 student announced, “Bullying issues are not resolved by adult interventions. We need to research and find a new way to end bullying.”

When the project was concluded, students were interviewed.

To the question, what do you know about your teacher’s research project, they replied:

◦ “It is to help us with our learning”, ◦ “give us new tools for learning”,◦ “makes learning less stressful”, ◦ “our teacher combines different things with math like art, PE, nature,

writing, oral, media, stories” ◦ “she has us explain our math learning and builds in more choice which

makes it more fun” ◦ “we write in math” ◦ “we have a website with math and language stuff”.

Some of these comments were within the expected outcomes the team had for the project. Other outcomes were quite unexpected such as the student who said, ““teachers need to get to know students more because I’ve had teachers I’ve only known as teachers not as people but Mrs. Bauman, I know as a person too.” For this student, building personal connections was integral to her learning in math and language.

When the project was concluded, students were interviewed.

To the question, what do you know about your teacher’s research project, they replied:

◦ “It is to help us with our learning”, ◦ “give us new tools for learning”,◦ “makes learning less stressful”, ◦ “our teacher combines different things with math like art, PE, nature,

writing, oral, media, stories” ◦ “she has us explain our math learning and builds in more choice which

makes it more fun” ◦ “we write in math” ◦ “we have a website with math and language stuff”.

Some of these comments were within the expected outcomes the team had for the project. Other outcomes were quite unexpected such as the student who said, “teachers need to get to know students more because I’ve had teachers I’ve only known as teachers not as people but Mrs. Bauman, I know as a person too.” For this student, building personal connections was integral to her learning in math and language.

Prior to the project we had the head knowledge that math and overall language objectives fit together well.

After the project we had the experience to explain and support that knowledge. Student math/language confidence and skills have increased. Students who are confident in language approach math with less stress when math is approached with literacy strategies.

The reverse is also true, students who are confident in math approach language with less stress when language is approached with math strategies.

We have seen concrete growth in student grades. Students approached assessments such as EQAO with increased confidence.

Media literacy was embedded in some of our activities. Learning lead the use of technology rather than having the iPads and other forms of technology lead the learning. For example, when teaching oral communication during team work, we taught the skills through a free app called Space Team.

We chose to lead rather than being selected to lead and the TLLP project gave us the opportunity.

We have become more self-reflective in our practice and we attack professional reading more confidently. We hope to instill an interest in inquiry in others.

Each team member has expressed that initially, they felt like they weren’t doing enough and through this process each person realized just how much we do to make learning valuable for our students.

Our team is excited about what we have learned and is actively looking for opportunities to share to now and over the next few years.

Combining Math and Language Teaching

Documents

Transcript of Combining Math and Language Teaching